- Parent Connection
The curriculum that is used on the weekends in Granger Kids at GCC will be integrated into daily faith-based experiences. They will become familiar with classic bible stories, songs and finger plays as well as learn to apply age-appropriate discipleship such as prayer, service and study. This is called the “Orange Curriculum.” To learn more about this approach, visit whatisorange.org.
These funds are allocated to purchase learning materials for each child; fund arts programming in dramatic, fine and musical arts; and allow us to access technology to keep electronic portfolios of each child’s development. Your application fee will be refunded if your child remains on the wait list.
Due to the prevalence of food-based allergies, we prepare and provide all meals and snacks. This ensures the safety of all children. We utilize a local food service that has expertise in multiple food allergies, cultural preferences and healthy nutritional choices.
Due to the unique layout and function of our building, for safety and security, we’ve chosen to use a fingerprint system to help teachers and administrators know when a family has entered or exited the building. This is quick, secure and convenient—it is easier to lose your driver’s license or state ID than to lose your own finger.
We are committed to unhurried learning experiences for young children. When children have longer periods of time to deeply develop their play, stronger connections in the brain occur. Low stress environments are essential for learning. Our teachers will have longer periods of time each day to observe the children in their classrooms and take detailed notes on their development. The book The Hurried Child by David Elkind details the emotional and psychological costs for young children when we do not slow down to give children the time to learn and process. We feel the 8:30 a.m.–3:30 p.m. school day is optimal for the students, teachers and families to allow the proper amount of time for discovery, learning and connecting in our carefully planned indoor and outdoor environments.
One of the main threads in our programming is family. All learning will happen through relationships. Some children need more time for transition in the mornings, so we ask families to walk their children to their classrooms and stay for a moment or two prior to leaving for the day. This helps their children see the loving partnership between the teachers and families. We will offer assistance for families with multiple children or infants to help with transitions.
Research on mixed groupings in early childhood environments reports that mixed age grouping allows children to work more cooperatively, have opportunities for leadership and learn from peers. Opportunities to interact with a variety of ages help children solidify what they are learning because they are teaching it to each other. It is simply more like a family! For more information about the benefits of mixed age classrooms, please read this publication, The Benefits of Mixed-Age Grouping by Lillian Katz.